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classroom technology

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classroom seating

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Class readings and discussions have reinforced many areas of my current class writing practices.

Students need to be writing for different audiences and know what these audiences are ahead of time.

Students MUST be writing in all subjects. Writing is not a separate block of the day that only takes place during that time.

Students should have opportunities to participate in free writing.

You cannot separate writing from reading!

Using picture books as mentor texts to teach writing skills is a useful tool.

Our class readings and discussions have also caused me to questions certain strategies and make changes!

More narrative writing (even when writing “informational” writing) should be used.

We should use less “hamburger” writing.

It is important to revisit the same pieces of writing when working on different parts (leads, endings, conflict).

Students should be encouraged to choose products for different activities or projects (example: writing a biography but students can pick how they want to share their information learned).

Express to student that their writing is gold! Don’t focus on too many negatives at once, especially when conferencing with students.

Don’t let handwriting be a huge negative, find ways around it. Do not let it become a barrier for students to write.

What do I need for an ideal classroom?

Technology in the classroom for students to use.

More time in the day!

More comfortable places to write (different chairs, pillows, rugs).

Flexible writing curriculum maps.

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My classroom writing community.

Students are:

Writing alone

Writing together

Writing in writing center

Writing wherever they choose!

Free writing

Reflectively writing (in response to previously taught math, reading, writing, or content lesson)

Writing to a prompt

Writing at their desks, in small groups, or while laying on the floor

Writing with pencils, colored pens, crayons, and markers

Writing at the tables around the room

Drawing pictures (making cartoons/graphic novels, illustrating their writing, or drawing a picture for their squiggle story)

Gathered on the floor participating in teacher led modeled and guided writing

Typing letters, stories, and notes in the computer lab

Sharing their writing in small groups or with a buddy

Sharing their writing whole group, sitting in the writing chair

Conferencing with the teacher one on one or in small group

Conferencing with each other

Students' writing is influenced by many factors.

The school district creates curriculum maps with writing standards and expected learning outcomes. The district also implemented an RRR initiative, which incorporates more writing through required reflective writings. These writing programs have pushed for more writing in the classroom. However, we were always doing these writings, now they just have a name and box we check to go along with it! Three times a year we must participate in a writing on demand, which is opinion writing, and looks for specific elements. Because of this we resort to a "hamburger" style of writing, only we call it "oreo" (opinion, reason, explain, oreo) and we prefer it to be a "mega stuffed oreo" with three reasons.

Students in my school district have supportive parents who are mostly involved in their learning experiences. Students work on spelling activities throughout the week by completing a spelling tic-tac-toe menu. They choose 3 activities in a row. One activity always requires a little more writing than some of the others. I can tell which parents are actively involved in these activities. Sometimes students have elaborate sentences, stories, or letters, with everything neatly written and spelled correctly. Sometimes students try to skip these more involved activities, but eventually have to do them because they have to get 3 in a row! Families have conversations with their children, and participate in story telling, which helps students in their writing.

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There have been many people, places, practices, and accesses that have influenced me as a writer and reader.
People: sister, mom, teachers, college teachers, Susan, 4th grade writers, 2nd grade writers, nieces

Places: school, undergrad, grad school, work, 4th grade classroom, 2nd grade classroom

Practices: school curriculums, teacher in-services

Access: books, nooks, iPad, iPhone, social media

I have my favorite writing places at home and at school.
Home: living room, patio, in bed; early in the morning, late at night
School: my reading table, Alyssa's reading table, computer lab; before students get to school, during our special

I write for various purposes and audiences.

Privately: on my iPhone, notes to myself, notes on my computer about my readings

Publically: text messages, social media, in front of my students, work with colleagues, grad school work

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Places and People